Teaching · Related Services

Forgotten by Monday, or just hard to find? Let the memory tasks say.

Enter the memory scores the way the report gives them. The summary sets delayed recall against immediate recall and recall against recognition, the two contrasts that tell keeping from finding.

Start a findings recordWhat you get
$12one-time · every device you sign in on
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Included with Caveat Classroom and Whole-school licenses. Or get it in the Related Services toolkit, $99 for 152 items.

The findings record

One record per student evaluation, dated. The example is made up.

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What you get

Teaching · Related Services$12 · included with Classroom and Whole-school licenses

What you finish with
Every memory score on one yardstick, with delayed against immediate recall, recall against recognition and the learning curve read for you, beside the classroom evidence.
Who it is for
School psychologists, neuropsychologists, evaluation team members and special education teachers.
Format
Browser organizer. One saved record per evaluation; printed with its summary or as a blank form; CSV of scores; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Related Services toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Related Services space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
FridayMondaylearned, then lost?
Drawn for this page. Whether the Monday lines are gone or only hard to reach is what recall and recognition tell apart.

How to use it

  1. Write the team’s question in a sentence or two.
  2. Enter each score as the report prints it, with its metric and interval.
  3. Tag immediate and delayed recall separately, and recognition apart from both.
  4. Add the classroom evidence and how recall changed across learning trials.
  5. Read the contrasts before you write the report.

Start a findings record

What the organizer does

Two contrasts that matter

Recall right away against recall after a delay shows whether learned information is kept. Recall against recognition shows whether information that seems lost is stored but hard to pull out: a student who cannot recall an answer but picks it out of a list knows it.

The learning curve

A student who recalls more on each trial is learning; a flat curve means repetition alone is not working. The organizer reads the curve with the scores.

What it is not

It holds no norms, gives no descriptive labels and decides no eligibility or diagnosis. Supports listed are ideas for the team to weigh.

Sources

  1. Lezak, M. D., Howieson, D. B., Bigler, E. D., and Tranel, D. (2012). Neuropsychological Assessment (5th ed.). Oxford University Press: learning, retention and recognition.
  2. Roediger, H. L., and Karpicke, J. D. (2006). Test-enhanced learning: taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.
  3. Cepeda, N. J., and others (2006). Distributed practice in verbal recall tasks: a review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380.
  4. Individuals with Disabilities Education Act, 34 CFR 300.304(b) and (c).

The example student and scores are made up; test names are generic. Support: team@caveatacademic.com.